TOPICAL UNDERSTANDING: Native American and Colonial Societies changed through time.
ESSENTIAL QUESTION:
What was life like for people living in the 1700’s in colonial times?
OBJECTIVE: 2.A.1.b – Students will be able to define the social, political, and religious components of the early colonies. 4.B.1.a – Students will be able to identify examples of tradition, such as the economic roles of men and women. 4.B.1.c – Students will be able to analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice.
SKILLS AND PROCESSES: 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.a – Identify and explain what is directly stated in the text. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge CCSS:
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent MTLSS:
4B.1.b Present ideas and information in formats such as electronic presentations, web pages, graphic organizers, or spreadsheets that are appropriate to a specific audience
HOOK/MOTIVATOR:
Watch Ann Burras’ video. PROCEDURE: 1. Watch the Colonial Williamsburg photo journal.
2. As you watch, have the students look for details that are different and similar from our lives today. (There is a note taking guide that can be used with the students.)
3. Using a Venn diagram share the results the students found. How are they similar and different? 4. Follow lesson 9 in History Alive. This is a lengthy lesson and is best done in one class period. Technology Option – Lesson Power Point (power point will take you through the lesson, reading, and activities) 5. When the lesson is finished the students will write a letter in their diary about their adventures in Williamsburg. 6. Hand out the rubric and diary entry form to each student. Go over the directions and criteria that needs to be met (see rubric).
Note: A way to integrate technology would be to write this diary using Power Point or Photo Story.
Distance Learning Connection: Use the Jamestown Rediscover site (post the link on your website or class blog) to share with students actual artifacts found in the Jamestown excavation. Student should pick one artifact and explain why and/or how this artifact was used by the colonists.
EXTENSIONS: Lead the class through researching one of Ben Franklin’s inventions. Websites for information are listed on the student “Invention Advertisement” activity.
. CLOSURE: The students will write in their diary about their adventures in Williamsburg
LESSON PLAN GRADE FIVE
Lesson Eight
What was life like for people living in the 1700’s in colonial times?
OBJECTIVE:
2.A.1.b – Students will be able to define the social, political, and religious components of the early colonies.
4.B.1.a – Students will be able to identify examples of tradition, such as the economic roles of men and women.
4.B.1.c – Students will be able to analyze a market economy and give examples of how the colonial economy exhibited these characteristics such as private ownership and consumer choice.
6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information.
6A.4.a – Identify and explain what is directly stated in the text.
6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
CCSS:
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent
MTLSS:
4B.1.b Present ideas and information in formats such as electronic presentations, web pages, graphic organizers, or spreadsheets that are appropriate to a specific audience
History Alive Teacher’s Guide
History Alive Text Book page 86-101
Venn Diagram
Note Taking Guide
Lesson Power Point
Diary Entry/Rubric
Invention/Internet Articles (Extension Project)
Virtual Tour (Extension Project)
VOCABULARY:
HOOK/MOTIVATOR:
Watch Ann Burras’ video.
PROCEDURE:
1. Watch the Colonial Williamsburg photo journal.
2. As you watch, have the students look for details that are different and similar from our lives today. (There is a note taking guide that can be used with the students.)
3. Using a Venn diagram share the results the students found. How are they similar and different?
4. Follow lesson 9 in History Alive. This is a lengthy lesson and is best done in one class period.
Technology Option – Lesson Power Point (power point will take you through the lesson, reading, and activities)
5. When the lesson is finished the students will write a letter in their diary about their adventures in Williamsburg.
6. Hand out the rubric and diary entry form to each student. Go over the directions and criteria that needs to be met (see rubric).
Note: A way to integrate technology would be to write this diary using Power Point or Photo Story.
Distance Learning Connection:
Use the Jamestown Rediscover site (post the link on your website or class blog) to share with students actual artifacts found in the Jamestown excavation. Student should pick one artifact and explain why and/or how this artifact was used by the colonists.
EXTENSIONS:
Lead the class through researching one of Ben Franklin’s inventions. Websites for information are listed on the student “Invention Advertisement” activity.
.
CLOSURE: The students will write in their diary about their adventures in Williamsburg
OBJECTIVE: Students will review the concepts taught in Colonial America Unit.
Note: Allow students time to review the concepts taught in this unit. Spend 1-2 days depending on your students.
Study Guide Key
Post Test
OBJECTIVE: Students will be assessed on the concepts taught in the Colonial America Unit.
Post Test Key